Teaching Visual Culture: Curriculum, Aesthetics, and the Social Life of Art

الغلاف الأمامي
Teachers College Press, 2003 - 189 من الصفحات
0 مراجعات
لا تتحقّق Google من المراجعات، ولكنها تتحقّق من المحتوى المزيّف وتزيله في حال رصده.

This is the first book to focus on teaching visual culture. The author provides the theoretical basis on which to develop a curriculum that lays the groundwork for postmodern art education (K–12 and higher education). Drawing on social, cognitive, and curricular theory foundations, Freedman offers a conceptual framework for teaching the visual arts from a cultural standpoint. Chapters discuss: visual culture in a democracy; aesthetics in curriculum; philosophical and historical considerations; recent changes in the field of art history; connections between art, student development, and cognition; interpretation of art inside and outside of school; the role of fine arts in curriculum; technology and teaching; television as the national curriculum; student artistic production and assessment; and much more.

“A compelling synthesis of scholarship from a variety of fields. . . . This book successfully blends theory with provocative arts education applications.”
—Doug Blandy, Director, Arts and Administration, Institute for Community Arts Studies, University of Oregon

“Insightful and well-researched. . . . This book will spark discussion among art educators, serving as a catalyst for change in theory and practice.”
—Mary Ann Stankiewicz, President, National Art Education Association

من داخل الكتاب

ما يقوله الناس - كتابة مراجعة

لم نعثر على أي مراجعات في الأماكن المعتادة.

الصفحات المحددة

المحتوى

Acknowledgments
Theorizing Visual Culture
The Interdependence
Pragmatist
The Importance of Connecting
Knowing Visual Culture
Shared Cognition and Distributed Cognition
Constructing Concepts
Visual Culture and Democratic
Technological Images Artifacts
Student Artistic
References
Index
حقوق النشر

طبعات أخرى - عرض جميع المقتطفات

عبارات ومصطلحات مألوفة

معلومات المراجع